Review of Educational Research

Editor: Gaea Leinhardt University of Pittsburgh Published in Association with American Educational Research Association Published on behalf of the American Educational Research Association

Description: The Review of Educational Research (RER, quarterly, begun in 1931; approximately 640 pp./volume year) publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field broadly relevant to education and educational research. RER encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues. RER does not publish original empirical research unless it is incorporated in a broader integrative review. RER will occasionally publish solicited, but carefully refereed, analytic reviews of special topics, particularly from disciplines infrequently represented. Thomson Reuters 2007 Journal Citation Reports® 2007 Ranking: 4/105 in Education & Educational Research 2007 Impact Factor: 2.600

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Aims and Scope: The Review of Educational Research is a forum for reviews of previously published work in a field that is populated by scholars from diverse traditions. Because of the increasing complexity of issues facing education and the varied perspectives that can be used to examine them, it is important that we develop tools that help scholars, policymakers, and others to make decisions and take action. We believe a review is this kind of a tool. A review is not the definitive answer on an educational topic. It is a compilation of perspectives taken by individuals on issues and, as such, is much enriched by multiple viewpoints. For this reason, we invite scholars from all areas addressing questions of educational interest to submit work that integrates, analyzes, and critiques educational literature and theories. It is only through broadly based multidisciplinary work that we can hope to provide the kinds of support that those working in education need to meet the challenges they encounter today. RER welcomes work that allows us to see research in new ways. We seek manuscripts that do more than describe a body of literature—we look for reviews that critically analyze the theories, methods, and perspectives represented by a field. All reviews are situated in their own frameworks and, for a review to be complete, this framework must be acknowledged and critiqued. Among the types of manuscripts we seek are the following: Integrative reviews pull together the existing work on an educational topic and work to understand trends in that body of scholarship. In such a review, the author describes how the issue is conceptualized within the literature, how research methods and theories have shaped the outcomes of scholarship, and what the strengths and weaknesses of the literature are. Meta-analyses are of particular interest when they are accompanied by an interpretive framework that takes the article beyond the reporting of effect sizes and the bibliographic outcome of a computer search. Theoretical reviews should explore how theory shapes research. To the extent that research is cited and interpreted, it is in the service of the specification, explication, and illumination of a theory. Theoretical reviews and integrative reviews have many similarities, but the former are primarily about how a theory is employed to frame research and our understandings, and refer to the research as it relates to the theory. Methodological reviews are descriptions of research design, methods, and procedures that can be employed in literature reviews or research in general. The articles should highlight the strengths and weaknesses of methodological tools and explore how methods constrain or open up opportunities for learning about educational problems. They should be written in a style that is accessible to researchers in education rather than methodologists. Historical reviews provide analyses that situate literature in historical contexts. Within these reviews, explanations for educational phenomena are framed within the historical forces that shape language and understanding.

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Commissioned reviews and thematic issues. The editors may commission and solicit authors to review areas of literature. In all other respects, commissioned reviews are subject to the same review process as submitted reviews. The editors also encourage readers to propose thematic topics for special issues and, as potential guest editors, to submit plans for such issues. In addition to review articles, RER will occasionally publish notes and responses which are short pieces of no more than 1,200 words on any topic that would be of use to reviewers of research. Typically, they point out shortcomings and differences in interpretation in RER articles and policy. The standards and criteria for review articles in RER are the following:

1. Quality of the Literature. Standards used to determine quality of literature in

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education vary greatly. Any review needs to take into account the quality of the literature and its impact on findings. Authors should attempt to review all relevant literature on a topic (e.g., international literature, cross-disciplinary work, etc.). Quality of Analysis. The review should go beyond description to include analysis and critiques of theories, methods, and conclusions represented in the literature. This analysis should also examine the issue of access—which perspectives are included or excluded in a body of work? Finally, the analysis should be reflexive— how does the scholars’ framework constrain what can be known in this review? Significance of the Topic. The review should seek to inform and/or illuminate questions important to the field of education. While these questions may be broadbased, they should have implications for the educational problems and issues affecting our national and global societies. Impact of the Article. The review should be seen as an important contribution and tool for the many different educators dealing with the educational problems and issues confronting society. Advancement of the Field. The review should validate or inform the knowledge of researchers and guide and improve the quality of their research and scholarship. Brevity. The review should be brief. It does not necessarily have to be short, but it should use no more words than necessary to answer the question posed in the review. Style. The review must be well written and conform to style of the Publication Manual of the American Psychological Association (5th edition). Authors should avoid the use of unexplained jargon and parochialism. Balance and Fairness. The review should be careful not to misrepresent the positions taken by others, or be disrespectful of contrary positions. Purpose. Any review should be accessible to the broad readership of RER. The purpose of any article should be to connect the particular problem addressed by the researcher(s) to a larger context of education.

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Manuscript Submission Guidelines:

All manuscripts should be submitted electronically to the editorial team at http://mc.manuscriptcentral.com/rer. For questions or inquiries about revisions to manuscripts submitted before June 30, 2008, e-mail the outgoing editors, Joyce E. King and Beverly M. Gordon, at [email protected]. For questions or inquiries about new submissions, email the incoming editor, Gaea Leinhardt, at [email protected]. Manuscripts may not be submitted via email. Publication Standards We recommend that researchers who intend to submit studies for publication by AERA consult the Standards for Reporting on Empirical Social Science Research in AERA Publications, adopted by the AERA Council in 2006. We also recommend consulting the Guidelines for Reviewers, which outline the criteria under which manuscripts are reviewed for publication by AERA. Manuscript Style, Length, and Format The style guide for all AERA journals is the Publication Manual of the American Psychological Association, 5th ed., 2001, available from Order Department, American Psychological Association, P.O. Box 2710, Hyattsville, MD 20784. Manuscripts should not exceed 40 pages total, including all tables, appendices, notes, and references. Pages should be numbered consecutively, beginning with the page after the title page. Manuscripts should be typed for 8½” x 11” paper, in upper and lower case, double-spaced, with 1-inch margins on all sides. The type size should be at least 12 point. Figures and tables are to be placed at the end of the text. Subheads should be placed at reasonable intervals to break the monotony of lengthy text. Sentence structure, not italics, should be used to create emphasis; words to be set in italics should be typed in italics, not underlined (contrary to the rule in the style manual). Abbreviations and acronyms should be spelled out at first mention unless they are found as entries in their abbreviated form in Merriam-Webster’s Collegiate Dictionary, 11th ed., 2003 (e.g., “IQ” needs no explanation). Mathematical symbols and Greek letters should be clearly marked to indicate italics, boldface, superscript, and subscript. Notes are for explanations or amplifications of textual material, not for reference information. They are distracting to readers and expensive to set and should be avoided whenever possible. They should be typed as normal text at the end of the text section of the manuscript rather than as part of the footnote or endnote feature of a computer program and should be numbered consecutively throughout the article.

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A reference list contains only references that are cited in the text. Its accuracy and completeness are the responsibility of the author(s). Personal communications (letters, memos, telephone conversations) are cited in the text after the name with as exact a date as possible. Sample references in APA style: Bobrow, D. G., & Collins, A. M. (Eds.). (1975). Representation and understanding: Studies in cognitive science. New York: Academic Press. Crothers, E. (1972). Memory structure and the recall of discourse. In R. O. Freedle & J. B. Carroll (Eds.), Language comprehension and the acquisition of knowledge (pp. 201–238). Washington, DC: Winston. Frase, L. T. (1968). Questions as aids to reading: Some research and a theory. American Educational Research Journal, 5, 319–322. Figures and tables should present data to the reader in a clear and unambiguous manner. They should be keyed to the text. If illustration and text are redundant, eliminate the illustration or reduce the amount of detail provided in text. Figure captions should be typed on a separate page and should not appear in full on the original figures. (The captions page is not counted in the manuscript length limit of 40 pages.) One high-quality electronic version of each figure must be submitted with the manuscript that is to be typeset. Tables will be typeset. Submission Preparation Checklist As part of the submission process, please check off your submission’s compliance with the requirements listed below. If your submission does not meet these requirements, it may be returned to you. 1. The submission has not been previously published and is not under consideration for publication elsewhere; or an explanation has been provided in the Cover Letter. 2. THE MANUSCRIPT CONTAINS NO IDENTIFYING INFORMATION, EVEN ON THE TITLE PAGE. “Author” and publication year are used in any mention of the author’s work and in the bibliography and notes instead of author names, titles of works, etc. The author’s name has been removed from the document’s Properties, which in Microsoft Word is found in the File menu (select “File,” “Properties,” “Summary,” and remove the author’s name; select “OK” to save). 3. The text conforms to APA style and the requirements stated above under “Manuscript Style, Length, and Format.” 4. The submission is in Microsoft Word, RTF, or WordPerfect document file format. Any supplemental files are in Microsoft Word, RTF, WordPerfect, or Excel format. Please do not upload PDF files.

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5. All URL addresses in the manuscript (e.g., http://www.aera.net) are activated and ready to click. 6. An abstract of no more than 150 words is included. Please also include a few keywords, the terms that researchers will use to find your article in indexes and databases. Such a term may contain more than one word. Articles in AERA journals typically list 3 to 5 keywords. Before submitting your manuscript, please ensure that all identifying information has been removed! If you have submitted a manuscript with identifying information, you will need to replace the submitted file with a new, blind copy before review of your submission can proceed. How to Get Help With the Quality of English in Your Submission Authors who want to refine the use of English in their manuscripts might consider using the services of SPi, a nonaffiliated company that offers professional editing services to authors of journal articles in science, technology, medicine, and the social sciences. SPi specializes in editing and correcting English-language manuscripts written by authors whose primary language is not English. Visit http://www.prof-editing.com for more information about SPi’s services, pricing, and turnaround times; to obtain a free price quote; or to submit a manuscript for language polishing. Please be aware that SAGE has no affiliation with SPi and makes no endorsement of the company. Your use of SPi’s services in no way guarantees that your submission will be accepted. Any arrangement that you enter into will be exclusively between you and SPi, and any costs incurred are your sole responsibility. Copyright Information No written or oral permission is necessary to reproduce a table, a figure, or an excerpt of fewer than 500 words from this journal, or to make photocopies for classroom use. Authors are granted permission, without fee, to photocopy their own material or make printouts from the final pdf of their article. Copies must include a full and accurate bibliographic citation and the following credit line: “Copyright [year] by the American Educational Research Association; reproduced with permission from the publisher.” Written permission must be obtained to reproduce or reprint material in circumstances other than those just described. Please direct all requests for permission or for further information on policies and fees to the journal’s Web site at http://rer.aera.net/. For authors who use figures or other material for which they do not own copyright: Authors who wish to use material, such as figures or tables, for which they do not own the copyright must obtain written permission from the copyright holder (usually the publisher) and submit it along with their manuscript. (However, no written or oral permission is necessary to reproduce a table, a figure, or an excerpt of fewer than 500 words from an AERA journal.) For authors of joint works (articles with more than one author):

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This journal uses a transfer of copyright agreement that requires just one author (the corresponding author) to sign on behalf of all authors. Please identify the corresponding author for your work when submitting your manuscript for review. The corresponding author will be responsible for the following: · Ensuring that all authors are identified on the copyright agreement, and notifying the editorial office of any changes in the authorship. · Securing written permission (by letter or e-mail) from each co-author to sign the copyright agreement on the co-author’s behalf. · Warranting and indemnifying the journal owner and publisher on behalf of all co-authors. Although such instances are very rare, you should be aware that in the event that a co-author has included content in his or her portion of the article that infringes the copyright of another or is otherwise in violation of any other warranty listed in the agreement, you will be the sole author indemnifying the publisher and the editor of the journal against such violation. Please contact Barbara Leitham at AERA ([email protected]) if you have questions or if you prefer to use a copyright agreement for all co-authors to sign. Privacy Statement The names and e-mail addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.

Comments The Publications Committee welcomes comments and suggestions from authors. Please send these to the Publications Committee in care of the AERA central office. Right of Reply The right-of-reply policy encourages comments on articles recently published in an AERA journal. Such comments are subject to editorial review and decision. If the comment is accepted for publication, the editor shall inform the author of the original article. If the author submits a reply to the comment, the reply is also subject to editorial review and decision. The editor may allot a specific amount of journal space for the comment (ordinarily about 1,500 words) and for the reply (ordinarily about 750 words). The reply may appear in the same issue as the comment or in a later one. Grievances

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Authors who believe that their manuscripts were not reviewed in a careful or timely manner and in accordance with AERA procedures should call the matter to the attention of the Association’s executive officer or president.

Abstracting/Indexing Services: Academic Search - Premier Academic Search Alumni Edition Academic Search Elite Current Abstracts - EBSCO Current Contents: Social & Behavioral Sciences Educational Research Abstracts (T&F) ERIC (Education Resources Information Center) Higher Education Abstracts MasterFILE Elite - EBSCO MasterFILE Premier - EBSCO MasterFILE Select - EBSCO Professional Development Collection ProQuest Education Journals PsycINFO Scopus Social Sciences Citation Index (Web of Science) Teacher Reference Center TOC Premier (EBSCO) Wilson Education Index/Abstracts

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Articles: Ellen L. Usher and Frank Pajares Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions Review of Educational Research 2008 78: 751-796. [Abstract] [Full Text] [PDF] [Request Permission] Carol D. Lee Synthesis of Research on the Role of Culture in Learning Among African American Youth: The Contributions of Asa G. Hilliard, III Review of Educational Research 2008 78: 797-827. [Abstract] [Full Text] [PDF] [Request Permission] Pieternel Dijkstra, Hans Kuyper, Greetje van der Werf, Abraham P. Buunk, and Yvonne G. van der Zee Social Comparison in the Classroom: A Review Review of Educational Research 2008 78: 828-879. [Abstract] [Full Text] [PDF] [Request Permission] Monique Sénéchal and Laura Young The Effect of Family Literacy Interventions on Children’s Acquisition of Reading From Kindergarten to Grade 3: A Meta-Analytic Review Review of Educational Research 2008 78: 880-907. [Abstract] [Full Text] [PDF] [Request Permission] Shonda Lemons-Smith Dr. Asa G. Hilliard III: Trumpeter for the Academic and Cultural Excellence of African American Children Review of Educational Research 2008 78: 908-920. [Abstract] [Full Text] [PDF] [Request Permission] Scott Alan Metzger and Meng-Jia Wu Commercial Teacher Selection Instruments: The Validity of Selecting Teachers Through Beliefs, Attitudes, and Values Review of Educational Research 2008 78: 921-940. [Abstract] [Full Text] [PDF] [Request Permission] Angelina E Castagno and Bryan McKinley Jones Brayboy Culturally Responsive Schooling for Indigenous Youth: A Review of the Literature Review of Educational Research 2008 78: 941-993. [Abstract] [Full Text] [PDF] [Request Permission] William H. Watkins Asa Grant Hilliard III: Scholar Supreme Review of Educational Research 2008 78: 994-1009. [Abstract] [Full Text] [PDF] [Request Permission] Joy Janzen

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Teaching English Language Learners in the Content Areas Review of Educational Research 2008 78: 1010-1038. [Abstract] [Full Text] [PDF] [Request Permission] Erika A. Patall, Harris Cooper, and Jorgianne Civey Robinson Parent Involvement in Homework: A Research Synthesis Review of Educational Research 2008 78: 1039-1101. [Abstract] [Full Text] [PDF] [Request Permission] Philip C. Abrami, Robert M. Bernard, Evgueni Borokhovski, Anne Wade, Michael A. Surkes, Rana Tamim, and Dai Zhang Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis Review of Educational Research 2008 78: 1102-1134. [Abstract] [Full Text] [PDF] [Request Permission]

Erratum: Erratum Review of Educational Research 2008 78: 1142. [Full Text] [PDF] [Request Permission]

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2/28/2009

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